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ERIC Number: ED365534
Record Type: RIE
Publication Date: 1992-Dec-4
Pages: 38
Abstractor: N/A
Reference Count: 0
Superintendents' and Teachers' Knowledge of Curriculum Reform Efforts in Mathematics and Science: Does School Size Make a Difference?
Kemis, Mari R.; And Others
This study examined whether there were significant differences in the level of knowledge regarding curriculum reform efforts in mathematics and science and the level of incorporation of these new standards and recommendations into the curriculum among districts of varying size in Iowa. Data were gathered from respondents to school surveys of randomly selected superintendents (n=130) and teachers (165 mathematics and 140 science secondary teachers, and 173 K-8 teachers) about the needs of Iowa's mathematics and science teachers, the supply and demand for qualified mathematics and science teachers, and curricular needs in mathematics and science. Data analysis indicated that: (1) all groups reported little familiarity with reform efforts regardless of the size of the school district; (2) superintendents were somewhat more familiar with the reform efforts than are teachers of both science and mathematics; (3) knowledge of reform efforts in mathematics was slightly higher than for science; (4) teachers of mathematics and science were more likely to know about reform at their own grade level; and (5) there were no significant differences between either teacher or superintendent groups from different size districts in knowledge about mathematics and science reform efforts. The study concluded that there was the need to provide educational opportunities to inform superintendents and teachers of the reform efforts. (MDH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Iowa State Univ. of Science and Technology, Ames. Research Inst. for Studies in Education.
Identifiers: Iowa; NCTM Curriculum and Evaluation Standards; Project 2061 (AAAS); Reform Efforts
Note: Paper presented at the Annual Conference of the Iowa Educational Research and Evaluation Association (Ames, IA, December 4, 1992).